Arithmetic Word-Problem Solving as Cognitive Marker of Progression in Pre-Manifest and Manifest Huntington’s Disease

Background: Arithmetic word-problem solving depends on the interaction of several cognitive processes that may be affected early in the disease in gene-mutation carriers for Huntington’s disease (HD). Objective: Our goal was to examine the pattern of performance of arithmetic tasks in premanifest and manifest HD, and to examine correlations between arithmetic task performance and other neuropsychological tasks. Methods: We collected data from a multicenter cohort of 165 HD gene-mutation carriers. The sample consisted of 31 premanifest participants: 16 far-from (>12 years estimated time to diagnosis; preHD-A) and 15 close-to (≤12 years estimated time to diagnosis; preHD-B), 134 symptomatic patients (early-mild HD), and 37 healthy controls (HC). We compared performance between groups and explored the associations between arithmetic word-problem solving and neuropsychological and clinical variables. Results: Total arithmetic word-problem solving scores were lower in preHD-B patients than in preHD-A (p < 0.05) patients and HC (p < 0.01). Early-mild HD patients had lower scores than preHD patients (p < 0.001) and HC (p < 0.001). Compared to HC, preHD and early-mild HD participants made more errors as trial complexity increased. Moreover, arithmetic word-problem solving scores were significantly associated with measures of global cognition (p < 0.001), frontal-executive functions (p < 0.001), attention (p < 0.001) and visual working memory (p < 0.001), mental rotation (p < 0.001), and confrontation naming (p < 0.05). Conclusion: Arithmetic word-problem solving is affected early in the course of HD and is related to deficient processes in frontal-executive and mentalizing-related processes.

Are content effects out of sight? An eye-tracking study of arithmetic problem solving

General, non-mathematical knowledge about the entities described in an arithmetic word problem may interfere with its encoding. We used behavioral and eye-tracking measures to investigate how the use of specific quantities may foster a cardinal representation of the numbers mentioned in a problem, whereas other quantities may favor an ordinal representation instead. We asked 50 pre-service teachers to complete a solution validity assessment task. We compared participants’ gaze patterns on isomorphic problems to gather insights into their encoded representations. On problems featuring cardinal quantities, we found that specific sentences describing elements relevant in a cardinal understanding of the problems but irrelevant otherwise were looked at longer and were the focus of a higher number of backward eye movements. Additionally, an increase in pupil dilation on correctly solved cardinal problems supported the idea that participants need to engage in a recoding process when facing semantic incongruence.

Students' Relational Thinking in Solving Word Problem Based Cognitive Style

This study is motivated by students' low relational thinking ability. Relational thinking is one of the interesting problems in mathematics education. In this study will be examined the ability of relational thinking field-dependent and independent students in solving the arithmetic word problem. The method used in this study is qualitative descriptive. This research was conducted on 7th-grade of junior school students of Surabaya. The subjects of this study were 1 student who had a field-independent cognitive style and 1 student who had a field-dependent cognitive style. The data of the students' relational thinking process is obtained through the results of solving arithmetic word problem and interviews. Subject selection is done using instrument group embedded figures test. The results of the research showed that students with cognitive field-dependent experiences had difficulties in thinking and have not been able to establish the relationship between information elements and previous knowledge to solve problems. Whereas students with independent field cognitive styles were capable of relational thinking, namely by building interrelationships between elements of information and prior knowledge and knowledge of the properties of structure to solve problems.

ANALISIS KEMAMPUAN MEMECAHKAN PERSOALAN ARITMATIKA BERBENTUK VERBAL

This research purpose to determine the ability of students<br />completing the form arithmetic word problem. This research<br />was conducted to analyze test results to students 6th grade<br />elementary school 067774 Medan. The sample selection is<br />done randomly. The data were analyzed using qualitatif<br />method. Wherever in neared is using content analysis.<br />Content analysis is intended to describe the ability of students<br />in solving problems in the form of verbal arithmetic.The<br />result showed that : the identification of the student answers<br />in solving arithmetic word problem from the aspect of<br />students ability to understand the context of language or<br />verbal problem, compile the relevant models, and draw<br />conclusions contextually still very low. After you know how<br />the student’s ability to solve arithmetic word problem form of<br />the fourth aspect of the student’s ability is still low, is<br />expected to allow the reader to take action to minimize<br />mistakes by students while solving the problems of verbal<br />arithmetic shaped so that ability can be improved.